[Year 12 IT Apps] AUThENTICATION

Fri Jun 7 09:51:17 EST 2013

This year, a student asked me questions outside the class, carefully framing his confusion within the context of the practice outcome. I dealt with this by responding to the entire class using our Edmodo system, adding some encouraging words whilst avoiding any mentioning the outcome or hints.

I agree it doesn't hurt for them to reflect upon their learning and futile to cram, cheat or collaborate. Mine similarly reflect upon things at home, furiously rethinking the things I emphasised, what was learned to build upon their understanding. I was curious if they talked about the outcome outside class but after a brief chat I feel that most didn't care and had better things to talk about.

They deeply understand that I am using this to rank the class and that little is gained by helping each other or cheating. Having said all that, there is a deep fear of 'failure' amongst some that require gentle reassurance without assistance using positive affirmations: "This is as hard as it gets, it gets better soon and you are coping very well. Keep it up."

Regards Roland

Roland Gesthuizen | eLearning Leader 
Keysborough College DEECD
http://about.me/rgesthuizen

"Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has." --Margaret Mead

On 28/05/2013, at 8:13 PM, Christopher Jansen <christopherj at sjc.vic.edu.au> wrote:

> Thanks for all the feedback. It was interesting to see the different methods. I think it’s a best effort and nothing is perfect. Our students have their own laptop, so there is nothing to stop them working on it at home by copying it over to the local HDD. But having said this it’s pretty easy to see massive gains done at home.
>  
> Thanks again to this great community
> Chris
>  
> From: itapps-bounces at edulists.com.au [mailto:itapps-bounces at edulists.com.au] On Behalf Of Stuart Walkerden (STUW)
> Sent: Tuesday, 28 May 2013 1:57 PM
> To: Year 12 IT Applications Teachers' Mailing List
> Subject: Re: [Year 12 IT Apps] AUThENTICATION
>  
> I have a special folder for each outcome. Each student has their own password protected folder within this. I open access to the folder at the beginning of each lesson and close access at the end of each lesson. I move around the class throughout each lesson to ensure that they are not on other folder, internet phones etc. Whenever possible I spread students around the classroom. (I have too many students in Unit 1 this year to do this ). Some may argue that this is not enough, but we don’t live in a perfect world. We just do the best we can.
>  
> Stuart Walkerden
> Huntingtower.
>  
> From: itapps-bounces at edulists.com.au [mailto:itapps-bounces at edulists.com.au] On Behalf Of Andrew Shortell
> Sent: Monday, 27 May 2013 12:39 PM
> To: Year 12 IT Applications Teachers' Mailing List
> Subject: Re: [Year 12 IT Apps] AUThENTICATION
>  
> hi All
>  
> I like Mark's analogy of the worms.
>  
> I take the attitude that they are going to work on this at home if they want to do well. They will practise.
>  
>  
> I always tell them that any demonstrated leaps in understanding will need to be explained in detail and then demonstrated and explained and if that I am not satisfied then they will need to explain to an authentication panel so that the authentication panel understands too.
>  
> I also remind them that rank order is the imperative - not the actual mark. Students remain very conscious of the rank order as they know that the sac marks are changed to match the GROUP's exam marks (deliberate caps)
>  
> thus they know that they need to claw their way up the rank order. So anyone who is suspicious is encouraged to alert me to sudden changes in "demonstrated levels of understanding" - i.e. I think so and so is cheating and will bring me down ...
>  
> in General I find that the ones most likely to cheat are the ones who are not going to do well anyway. Thus if they do well then I become very publicly suspicious ... and that is quite a sight (as those who know me can attest!! )
>  
> This year I had two students submit a part of their SAC that was word for word including full stops incorrectly placed. So the authentication panel gave them both zero for that section. in a class of ten it becomes very obvious who might have done that. My SofDev class has 24 but even there it is easy to spot copying...
>  
> Authentication in and of itself is all about the students doing their own work. If they go home and research the stuff and then learn something and are able to apply it and explain it and understand it and show that they have not got it from someone else and that it is their own work then...it is authentically theirs.
>  
> BUT if they cannot explain it then it could not be theirs. That, with me, is a very high hurdle.
>  
> any way a student wants help with their SAC so i better go and say "this is a SAC"
>  
> Andrew
>  
> Andrew Shortell
> Educator
> CRC Melton
>  
>  
> shortell at get2me.net (This List)
> @acsbear8 (twitter)
> VITTA CoM Member
>  
>  
>  
> 
>  
> On 27/05/2013, at 11:36 AM, "Savage, John L" <savage.john.l at edumail.vic.gov.au> wrote:
>  
> 
> I find the manilla folder trick is great for the student’s design and planning documents and any other written work. It also means I can record their work as they go. I have a small group this year so I can spread them out in the room. Interesting idea about the Assessment Account logins, I might give that a try.
>  
> From: itapps-bounces at edulists.com.au [mailto:itapps-bounces at edulists.com.au] On Behalf Of Mark
> Sent: Friday, 24 May 2013 2:37 PM
> To: Year 12 IT Applications Teachers' Mailing List
> Subject: Re: [Year 12 IT Apps] AUThENTICATION
>  
> Hi Christopher.
>  
> This is a big can of worms with a sharp lid.  Even after taking heroic measures, it is impossible to guarantee there will be no unfair advantages taken by students.
> Even if you cut off access to their normal network drives durings SACS, cut off email, disable all messaging apps, glue up USB ports, confiscate phones... there will be a dozen other new tricks you couldn't have anticipated.
>  
> I watched their progress carefully in class, copied work-in-progress after each work session (mainly of the untrustworthy kids) from their network drives, and recorded who was sitting next to whom...  This is particularly valuable since the kids who will cheat usually aren't clever enough to do it in a sophisticated manner: they will simply copy their neighbour and when their work is marked immediately after their neighbour's, similarities become immediately obvious.
>  
> Most of all, I watch out for supernatural overnight improvements in students' performance. If I see a 300% increase in output and quality, a few well-placed questions such as "Why did you do this that way?" and "This is an interesting technique... can you explain it to me?" usually sorts things out pretty quickly.
>  
> And bluffing is always useful.  Remind the kids of magical network tools that automatically detect changes to SAC files created outside of SAC periods.  And simply looking at the time stamps of kids' SAC files is an easy way to catch out kids who have not mastered the art of 'touching' file timestamps.
>  
> And of course, the best source of info about cheating will always be the good kids in the class who are really aggrieved that their honest efforts are being eroded. They will often quickly let you know who is worthy of suspicion.
>  
> Good luck.
>  
> Mark
> Gentleman of Leisure.
> Currently recuperating from coronary bypass surgery at vceit.com headquarters.
>  
> 
> On 24 May 2013 12:20, Christopher Jansen <christopherj at sjc.vic.edu.au> wrote:
> From the study design.
>  
> “Work related to the outcomes of each unit will be accepted only if the teacher can attest that, to the
> best of their knowledge, all unacknowledged work is the student’s own. Teachers need to refer to the
> current VCE and VCAL Administrative Handbook for authentication procedures.”
>  
> As our SAC’s go over a number of periods how do people go about making sure that none of the work is done outside class to create a fair assessment for all?
>  
> Currently I have them work on USB. Of course they could simply work on a copy of the work and add it to the USB. It is more of a trick than anything? I also monitor the students work in class by looking over shoulders etc.
>  
> Does anyone have any other system to keep things fair.
>  
>  
> Thanks,
> Christopher Jansen
> Information Technology and Mathematics Teacher
> 
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